Psychometric Investigation of the Check-In, Check-Out Fidelity of Implementation Measure

Suspension and expulsion are utilized frequently and disproportionality in schools in the United States. Many schools utilize Positive Behavioral Interventions and Supports (PBIS), a tiered framework to prevent problem behavior and reduce the use of discipline practices (Sugai et al., 2000). Check-In, Check-Out (CICO) is a targeted group behavioral intervention that is utilized within this framework in schools to prevent severe problem behavior in students that are beginning to exhibit externalizing and/or internalizing behavioral needs; thus, preventing the use of exclusionary discipline practices (Crone et al., 2010; Hawken & Horner, 2003). As the use of CICO in schools continues to grow, so too does the need for an instrument measuring its fidelity of implementation. The purpose of this study was to investigate the reliability and validity of the Check-In, Check-Out Fidelity of Implementation Measure (Crone et al., 2010), an instrument created to measure the fidelity of implementation of CICO intervention. This study assessed the psychometric properties of the instrument utilizing an archival data set collected by the statewide PBIS initiative in a western state in the U.S. The results demonstrated promising content validity, construct validity, internal consistency, and interrater reliability. A unidimensional structure was determined to be the best structure for the instrument based on parsimony and the strong results obtained from the item loadings, internal consistency, and interrater reliability. Implications for use and future research are discussed.

The Need for Professional Translation and Interpretation in School Districts

The language barrier prevents Latino students from experiencing academic success, and prevents Latino parents from participating in their children's education. Through a review of journal articles, research projects, doctoral dissertations, legislation, and books, this project studies the benefits and dangers of various methods of translating and interpreting in the education system, including issues created by language barriers in schools, common methods of translating and interpreting, and legislation addressing language barriers and education. The project reveals that schools use various methods to translate and interpret, including relying on children, school staff and machine translation, although such methods are often problematic and inaccurate. The project also reveals that professional translation and interpretation are superior to the various non-professional methods.